A Study On Teachers’ Beliefs And Classroom Behaviors

Teachers’ beliefs are referred to as teachers’ opinions on language, language teaching and learning, learners and teachers’ themselves, which exist deeply in teachers’ mind and can affect their thoughts and behaviors. The present thesis is a study of the beliefs that are held by English teachers in vocational schools. This thesis aims to study teachers’ beliefs and teachers’ classroom behaviors. And also it attempts to explore the relationship between teachers’ beliefs and their classroom behaviors as well as the factors which have an impact on teachers’ beliefs.The present study combines the quantitative method with the qualitative method in order to make an in-depth understanding of teachers’ beliefs and their classroom behaviors. Fifteen questionnaires have been distributed. The results of the questionnaires are analyzed by means of quantitative method. Then the three participant teachers are chosen to take part in the interview and are observed in the classroom. They are different in age, gender, and the students they teach. The data are collected through the semi-structured interviews and classroom observations. The interviews of the teachers mainly focus on the teachers’beliefs about the nature of English, English learning, learners, English teaching and teachers’beliefs about their professional development. Classroom observations are employed to examine whether teachers’ stated beliefs are embodied in the classroom practice, and to explore the relationship between teachers’beliefs and their behaviors in the classroom.After congregating and analyzing the data, the following conclusions are drawn. Teachers may hold their own beliefs about English, English teaching and learning and learners and so on. However, they may have come to an agreement on a certain kind of belief. Teachers’ beliefs and their classroom behaviors are bonded together. However, their beliefs and classroom behaviors are not often consistent with each other. There are many factors which influence teachers’ beliefs. They have their own beliefs which are cumulated from their experience and practice. The participant teachers all accept that the student is an important factor which influences their beliefs.At last, some implications and suggestions are put forward. Teachers’ beliefs are significant for teachers’ effective teaching and they should adjust their knowledge structure and update the theories of teaching. In addition, teachers should pay more attention to their professional development.